Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "climate change" returned 583 result(s)
Sort by Relevance | Title | Type |
... ...

ACLMGU135

Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages[Key concepts: continuity, change; Key processes: identifying, …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLMGU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGU169

Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change[Key concepts: change, continuity; …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLMGU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLTUU084

Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange[Key concepts: change, time, context, attitude; Key processes: …

literacy information-communication ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU085

Explore how the Turkish language and associated cultures, like all languages and cultures, are interrelated, how they shape and are shaped by each other in ways that change over time[Key concepts: interdependence, influence, change; Key processes: tracking, …

critical-creative intercultural-understanding Elaborations ScOT Terms

ACLTUU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU119

Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language[Key concepts: change, social …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (9) ACLASFC007

exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures

Elaboration (9) | ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC025

adapting a signed advertisement for a product popular with their age group to create a change in effect, for example by inserting additional elements, mood or characters

Elaboration (2) | ACLASFC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC155

identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

Elaboration (5) | ACLASFC155 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU211

analysing a video of a signed narrative and identifying where and how signers are using CA, for example by eye gaze change

Elaboration (3) | ACLASFU211 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC226

exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change

Elaboration (5) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU154

recognising syllable changes in speech, including change of tonal value and tone sandhi, such as 不要

Elaboration (1) | ACLCHU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLFWC026

comparing photographs that reflect changes from the past to the present in a specific environment or location, identifying elements of both change and continuity

Elaboration (3) | ACLFWC026 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWU037

discussing the formation of words, for example, the addition or change of a suffix or prefix to convey different meanings

Elaboration (2) | ACLFWU037 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLFWU040

understanding that language and culture together continually change as a result of contact with other languages and cultures

Elaboration (1) | ACLFWU040 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU164

exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings

Elaboration | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU168

understanding that language and culture together continually change as a result of contact with other languages and cultures

Elaboration (3) | ACLFWU168 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU104

understanding that language and culture together continually change as a result of contact with other languages and cultures

Elaboration (3) | ACLFWU104 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Foundation Year Science

The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail …

Foundation Year | Science | F-10 curriculum

ACDSEH134

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle

intercultural-understanding critical-creative personal-social ethical-understanding aboriginal-torres Elaborations ScOT Terms

ACDSEH134 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

ACLFWU040

Recognise that languages change over time[Key concepts: language shift, language loss, borrowing and relatedness; Key processes: identifying, recognising]

intercultural-understanding Elaborations ScOT Terms

ACLFWU040 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
... ...